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Contents
Introduction.............................................................................................................................. 6
Section 1 ECTS key features............................................................................................ 10
Section 2 ECTS and the European Higher Education Area (EHEA)......................14
Section 3 ECTS for programme design, delivery and monitoring........................ 18
3.1 The programme context.............................................................................. 19
3.2 The programme profile................................................................................ 21
3.3 The programme learning outcomes.......................................................... 23
3.4 The programme structure and allocation of credits................................24
3.5 Learning, teaching and assessment...........................................................26
3.6 Monitoring of credit allocation..................................................................28
Acknowledgements.............................................................................................................64
Annex 1 Glossary.................................................................................................................... 66
Annex 2 Examples: grade conversion............................................................................80
Annex 3 Recommended reading list............................................................................... 84
Annex 4 Examples: programme profiles....................................................................... 92
Annex 5 Examples: learning outcomes........................................................................ 104
Introduction
The European Credit Transfer and Accumulation System (ECTS) is a tool of the
European Higher Education Area (EHEA) for making studies and courses more
transparent and thus helping to enhance the quality of higher education.
ECTS was instituted in 1989, within the
Erasmus programme, as a way of transferring credits that students earned during
their studies abroad into credits that
counted towards their degree, on their
return to studying in their home institution. In the following years, it came to be
used not only for transferring credits, on
the basis of workload and achieved learning outcomes, but also for accumulating
them in institutions degree programmes.
ECTS helps in the design, description and
10
This Guide uses work placement or placement , training period , internship and traineeship
as synonyms.
The question of whether to refer to students or learners was discussed in depth in the working group and
with stakeholders. The position reached recognises and welcomes the fact that higher education is moving
towards more flexible provision; it also recognises the fact that most higher education systems are organised
around provision of formal programmes to a clearly defined student body. While it was deemed premature
to use only the term learner in the Guide, the term student is used to encompass all learners in higher
education institutions (whether full-time or part-time, engaged in distance, on-campus or work-based
learning, pursuing a qualification or following stand-alone educational units or courses).
11
Transfer of credits is the process of having credits awarded in one context (programme, institution) recognised in another
formal context for the purpose of obtaining
a qualification. Credits awarded to students
in one programme may be transferred from
an institution to be accumulated in another
programme offered by the same or another institution. Credit transfer is the key to
successful study mobility. Institutions, faculties, departments may make agreements
which guarantee automatic recognition
and transfer of credits.
12
14
ECTS has inspired the development of credit systems in other regions, for example in Southeast-Asia,
Latin America and most recently in Africa.
Nota Bene
15
Nota Bene
From an institutional perspective, designing a programme means planning a curriculum and its components in credits, indicating learning outcomes and associated
workload, learning activities and teaching
methods and assessment procedures/criteria. The institutional credit framework
should cater for the needs of different programmes and support inter- and multi-disciplinary approaches.
The use of ECTS in HEIs requires both an institutional credit framework based on institutional regulations and a profound understanding of the system by each member of
the academic staff. Some institutions foster
this understanding by regular training for
staff members. Team-based decisions on
programme design enhance the coherence of the programme.
18
Nota Bene
It will be evident that not all learning outcomes are at the same level hence the full implementation of a credit system requires level descriptors.
19
Nota Bene
20
The QF-EHEA and the EQF provide overarching frameworks against which national
and institutional frameworks and descriptors should be calibrated.
National frameworks are normally more
detailed than these overarching frameworks, reflecting the range of tertiary qualifications offered in the country.
Higher Education Institutions which implement ECTS as a credit system will need an
institutional framework which correlates
with the national and international frameworks. The institutional framework will indicate how ECTS credits are to be used, normally specifying a minimum credit value for
an educational component to facilitate inter/multi-disciplinary programmes (which
will be created by combining educational
components from across a range of disciplines). European and national frameworks
indicate the level of the final qualification.
21
Nota Bene
Across the EHEA, the terms learning outcomes and competence are used
with different shades of meaning and in somewhat different frames of reference.
For the purpose of this Guide:
Competence means the proven ability to use knowledge, skills and personal,
social and/or methodological abilities, in work or study situations and in
professional and personal development. In the context of the European
Qualifications Framework, competence is described in terms of responsibility
and autonomy (Recommendation 2008/C 111/01). Competences can be
generic or subjectspecific. Fostering competences is the object of a process
of learning and of an educational programme.
Learning outcomes express the level of competence attained by the student
and verified by assessment. They are statements of what a learner knows,
understands and is able to do on completion of a learning process (Ibid.). They
are formulated by academic staff, involving students and other stakeholders.
In order to facilitate assessment, these statements need to be verifiable.
22
Nota Bene
The programme learning outcomes are based on the programme profile and describe what
a student knows, understands and is able to do on completion of the programme.
The programme learning outcomes should be included in the Course Catalogue and in the
Diploma Supplement.
23
Nota Bene
The learning outcomes of the programme and of its educational components are often
mapped to demonstrate their mutual reinforcement. Many institutions use a matrix to
correlate the learning outcomes of the degree programme with those of its educational
components.
24
After the constituent parts of the programme have been identified, the overall
structure should be outlined and credits
allocated to each component, on the basis of its learning outcomes and associated workload, taking into account that 60
credits correspond to a full-time-equivalent academic year.
When educational components are of regular size (e.g. 5, 10, 15) they are often called
modules. In a programme made up of
modules (a modularised structure), half
credits may be used when justified (for example, in the case of 4 modules per semester), but other decimals should be avoided.
It is helpful if the institution determines the
basic credit currency in terms of the minimum number of credits for a component as
this will facilitate collaboration on curricula
across subjects and faculties.
Establishing mobility windows in the curriculum will facilitate learning mobility. Mobility windows may be prescribed both in
content and timing in the programme design or may allow flexibility in timing and in
content for the individual student. Mobility
windows are preferably not used to replicate what would be studied at home, but
to allow students to benefit from diverse
educational experiences in other settings.
25
26
Consistency
The academic staff responsible for delivering the programme and its components should ensure consistency between
the learning outcomes stated in the programme, the learning and teaching activities and the assessment procedures. This
constructive alignment (Biggs, 2003) between learning outcomes, learning activities and assessment is an essential requirement for educational programmes.
Flexibility
A flexible programme structure is essential to allow for students choices and meet
different needs, e.g. opportunity should
be given for developing personal learning
pathways and optional activities should be
offered. A flexible organisation of learning,
teaching and assessment activities, including flexibility in the timetable and more
opportunities for independent learning
is essential for accommodating different
learning styles. This widens the choices of
learning and teaching materials and activities, and opens up opportunities for
students with different profiles or needs
(e.g. people with caring responsibilities or
people with disabilities). The integration
of digital technologies in higher education
provision is having a significant impact on
learning and teaching approaches. The allocation of credits to learning outcomes
which are achieved through new modes of
delivery made possible by technology, are
based on the same principles as the allocation of credits to learning outcomes for
traditional educational components.
Nota Bene
are used to evaluate the students progress and ascertain the achievement of the
learning outcomes of a course unit or module, whereas assessment criteria are descriptions of what the student is expected
to do, in order to demonstrate that a learning outcome has been achieved.
In order to be appropriate, the assessment
methods and criteria chosen for an educational component have to be consistent
with the learning outcomes that have been
defined for it and with the learning activities that have taken place.
27
28
approach to the recognition of credits obtained in another context, including learning mobility, is therefore recommended,
based on compatibility of learning outcomes rather than equivalence of course
contents. In practice, recognition means
that the number of credits gained for compatible learning outcomes achieved in
another context will replace the number
of credits that are allocated for compatible learning outcomes at the awarding
institution.
Institutions should make their recognition
policies known and easily accessible.
30
Nota Bene
31
Nota Bene
32
Nota Bene
33
Nota Bene
These documents provide information on the learning outcomes achieved, on which the
qualification-awarding institution can make decisions on credit recognition and transfer.
Please see chapter 7 of the European Recognition Manual for Higher Education Institutions
(2014) for details. The section includes a useful flowchart on the recognition of periods of
study abroad.
34
35
Nota Bene
New modes of ICT-enabled learning allow students to access and follow courses outside their own institution (virtual mobility). Such students should be
offered clear academic guidance and a Learning Agreement should be signed
by the sending institution and the student.
In joint programmes agreed mobility schemes are adopted by the partner
institutions, which include the rules for the recognition of credits. Learning
Agreements are not necessary used in joint programmes: the credits achieved
in a partner institution are automatically recognised, if the agreed rules are
followed and all conditions are satisfied. Nevertheless, the planned learning
pathway has to be clear to the student and Learning Agreements are good
practice.
36
The Erasmus+ programme provides a template for the Learning Agreement, where the requirements for
responsible persons are defined as follows:
Responsible person in the sending institution: an academic who has the authority to approve the mobility
programme of outbound students (Learning Agreements), to exceptionally amend them when it is needed, as
well as to guarantee full recognition of such programmes on behalf of the responsible academic body.
Responsible person in the receiving institution: an academic who has the authority to approve the mobility
programme of incoming students and is committed to give them academic support in the course of their
studies at the receiving institution.
4
37
Nota Bene
Agreements may not only be made with institutions offering similar programmes, but
also with those providing programmes that
are complementary.
38
In the Erasmus+ programme, several charters such as the Erasmus Charter for
Higher Education (Institutional Commitment), the European Quality Charter
for Mobility, the Erasmus Student Charter (European Code of Good Practice
for Erasmus+ students) provide a framework for arranging credit mobility and
recognition.
Mobile students have the right to fair treatment and to transparency of their grades
when credits are transferred from one institution to another, as access to further
studies, grants or other benefits may depend on their level of performance. Transparency of performance levels is equally
important for graduates applying for a job
in their own or in another country.
To ensure transparent and coherent information on the performance of the individual student, each HEI should provide
in addition to their national/institutional grading scale and an explanation of the
scale a statistical distribution table of the
passing grades awarded in the programme
or field of study attended by the student
(grade distribution table) showing how the
grading scale is actually used in that programme. The grade distribution table was
first introduced in the ECTS Users Guide
in 2009, as a replacement for the previous
ECTS grading scales (A, B, C, D, E), which
are not used anymore.
Grade distribution tables show how the existing national or institutional scale is being
used in the institution whether in open
access or selective systems and allow for
comparison with the statistical distribution
of grades in a parallel reference group of
another institution. They represent the statistical distribution of positive grades (pass
and above) awarded in each field of study
in a specific institution. It is important to
provide additional information on success
rates at the same level of aggregation, but
these should not be used for transfer.
Grade distribution tables have to be developed in a standardised format for reference groups of students enrolled in degree
programmes belonging to the same field of
studies. Such groups should be of reliable
size in terms of number of students and
number of years considered.
39
Calculating the grade distribution tables is a task that in many institutions will be undertaken at centralised level. The production of distribution tables should not cause undue
difficulties in institutions as the required data are generally available in institutional information systems and the calculation of percentages is easily done with simple software. It
only requires the following steps:
1. Identify the reference groups within
your institution by using objective
and transparent criteria which should
be attached to the grade distribution
tables produced. In the absence
of methods based on comparable
learning outcomes, it is recommended
to use the ISCED-F classification which
offers a standardised and hierarchical
classification of fields of study. In order
to have reference groups that are
large enough for a statistically relevant
comparison, it is recommended to
use an ISCED code at the narrow or
detailed levels (UNESCO Institute for
Statistics, 2014).
40
Number of passing
grades awarded to
the reference group
Percentage of each
grade with respect
to the total passing
grades awarded
Cumulative
percentage of
passing grades
awarded
10
50
5%
5%
100
10%
15%
350
35%
50%
300
30%
80%
200
20%
100%
1,000
100%
Total:
When included in a students Transcript of Records and Diploma Supplement, the table will
facilitate the interpretation of each grade awarded and will not require any further calculation. The on-going European Grade Conversion System project (EGRACONS) is developing
examples for the visual presentation of a grading table.
41
44
Nota Bene
45
Credits awarded for all forms of higher education including continuing and professional education may be recognised and
accumulated towards a qualification or not,
depending on the desire of the student
and/or the requirements for the award of
the qualification. Some independent learners may only be interested in following an
educational component without wishing
to obtain a qualification, but the allocation
and recording of credits may allow them to
use these in the future if they wish.
46
Nota Bene
joint centres for several institutions). Institutions policies and practices should be
published prominently on their websites.
Recognising non-formal and informal learning helps make HEIs more socially inclusive.
Widening access opportunities for learners
from professional life and a range of non-traditional learning environments helps make
lifelong learning a reality. Institutions should
be particularly open to the recognition of
vocational education and training.
47
Nota Bene
Nota Bene
ECVET
The European Credit System for Vocational Education and Training (ECVET)
was established through a Recommendation of the European Parliament and
the Council in 2009 (2009/C 155/02).
ECVET is intended to facilitate the transfer, accumulation and recognition of
assessed learning outcomes of individuals who are aiming to achieve a qualification in vocational education and training (VET).
Like ECTS, ECVET facilitates and supports students in shaping their own learning pathway through accumulation of credits whether within a certain institution, from institution to institution, from country to country, and between different educational sub-systems and contexts of learning (i.e. formal,
non-formal and informal learning), and helping them to build on their individual learning styles and experiences.
Like ECTS, ECVET is based on the notion of 60 credits, but the allocation of
credits is a different one. Often ECVET is used to record and accumulate assessed learning outcomes, without a conversion in credit points. Therefore,
instead of credit conversion, the recognition of learning from VET should be
based on learning outcomes.
48
Nota Bene
The primary responsibility for quality assurance lies with each institution, as agreed
by Education Ministers of the countries involved in the Bologna Process (Berlin Communiqu, 2003). Internal quality assurance
involves all procedures undertaken by higher education institutions to ensure that
the quality of their programmes and qualifications meets their own specifications
and those of other relevant bodies such as
quality assurance agencies. External quality
The European Standards and Guidelines (ESG) are a set of standards and
guidelines for internal and external quality assurance in higher education. The
ESG are not standards for quality, nor do they prescribe how the quality assurance processes are implemented, but they provide guidance, covering the
areas which are vital for successful quality provision and learning environments
in higher education. The ESG should be considered in a broader context that
also includes qualifications frameworks, ECTS and the Diploma Supplement
that also contribute to promoting the transparency and mutual trust in higher
education in the EHEA.
Standards 1.2, 1.3, 1.4 and the associated guidelines refer to areas related to ECTS
(in particular programme design, Student-Centred Learning, teaching and assessment and student admission, progression, recognition and certification).
50
Good practice in using ECTS will help institutions improve the quality of their programmes and their learning mobility offer.
Thus, ECTS use should be quality assured
through appropriate evaluation processes (e.g. monitoring, internal and external
quality reviews and students feedback)
and continuous quality enhancement.
In evaluating the effectiveness of a programme (including the learning outcomes,
workload and assessment methods) a
number of measures will be used. These
may include high dropout or failure rates
The following indicators can be used for evaluating the quality of ECTS implementation:
yy Educational components are
expressed in terms of appropriate
learning outcomes, and clear
information is available concerning
their level, credits, delivery and
assessment;
yy Studies can be completed in the time
officially allocated to them (i.e. the
workload associated with an academic
year, a semester, trimester or a single
course component is realistic);
51
Student representatives should be actively engaged in quality assurance processes for ECTS:
yy In internal quality assurance, where
students provide information (by
responding to surveys on a regular
basis, focus groups); participate in
the preparation of the institutions
self-assessment reports; are actively
engaged in the bodies responsible for
52
54
Course Catalogue
yy learning facilities
yy accommodation/housing
yy international mobility
possibilities
yy meals
yy cost of living
yy financial support for students
yy medical facilities
yy insurance
yy facilities for students with
disabilities and special needs
55
Course Catalogue
Information on programmes:
yy qualification awarded
yy length of programme
yy number of credits
yy level of qualification according
to the National Qualification
Framework and the European
Qualifications Framework
yy field(s) of study (e.g. ISCED-F)
yy specific admission requirements
(if applicable)
yy specific arrangements for
recognition of prior learning
(formal, non-formal and
informal) (if applicable)
yy qualification requirements
and regulations, including
graduation requirements (if
applicable)
yy profile of the programme (see
chapter on programme design)
56
Course Catalogue
57
Credit Mobility
Recommended elements for the Learning Agreement for credit mobility for
studies:
yy educational components
from which the student will
be exempted at the sending
institution if the components
taken abroad are successfully
completed or stipulating that
the mobility period as a whole
will be recognised (for example,
this will be the case of mobility
windows and degrees which
integrate a compulsory period
abroad)
58
The commitment of the sending institution is to ensure the quality and relevance
of the work placement, monitor the students progress, and to grant recognition
of the ECTS credits for the successfully
completed learning outcomes.
The Learning Agreement for work placements should be signed by the three parties: the student, the sending institution
and the receiving organisation/company.
Work Placements
59
Transcript of Records
60
The Work Placement Certificate aims to provide transparency and bring out the value of
the experience of the students work placement. This document is issued by the receiving
organisation/enterprise upon the trainees completion of the work placement, and it can
be complemented by other documents, such as letters of recommendation.
61
Acknowledgements
Acknowledgements
This Guide has drawn on the considerable amount of work that has been done
in recent years within the Bologna Process and in individual countries. It would
be impossible to give credit to all the organisations and individuals who have
carried this out.
In particular, the European Commission wishes to thank the members of the Ad-hoc
Working Group, nominated by countries of the European Higher Education Area and participating organisations on the revision of the ECTS Users Guide for their support and
commitment:
Ivan Babyn (Ukraine)
64
Annex 1 Glossary
Glossary
A
Accumulation of credits
66
Assessment criteria
Descriptions of what the learner is expected to do and at what level, in order to
demonstrate the achievement of a learning
outcome.
The assessment methods and criteria for
an educational component have to be appropriate and consistent with the learning
outcomes that have been defined for it and
with the learning activities that have taken
place.
Award of credits
The act of formally granting students and
other learners the credits that are assigned
to the qualification and/or its components
if they achieve the defined learning outcomes. National authorities should indicate which institutions have the right to
award ECTS credits. Credits are awarded
to individual students after they have completed the required learning activities and
achieved the defined learning outcomes,
as evidenced by appropriate assessment. If students and other learners have
achieved learning outcomes in other formal, non-formal, or informal learning contexts or timeframes, credits may be awarded through assessment and recognition of
these learning outcomes.
Competence
67
Course unit
Cycle
One of the objectives in the Bologna Declaration in 1999 was the adoption of a system
based on two main cycles, undergraduate
and graduate. In 2003 doctoral studies
were included in the Bologna structure and
referred to as the third cycle. The EHEA has
thus defined a hierarchy of three Higher
Education cycles (first cycle, second cycle
and third cycle). All higher education qualifications in the European Higher Education
Area are located within these three cycles.
Credit (ECTS)
ECTS credits express the volume of learning based on the defined learning outcomes and their associated workload. 60
ECTS credits are allocated to the learning
outcomes and associated workload of a
full-time academic year or its equivalent,
which normally comprises a number of
educational components to which credits
(on the basis of the learning outcomes and
workload) are allocated. ECTS credits are
generally expressed in whole numbers.
Credit mobility
The mobility of an exchange student, who
stays at a host institution for a period,
during which s/he can carry out activities
awarding academic credits, which are then
recognised by the home institution.
Credit transfer
A process that allows credit awarded by
one higher education awarding body to be
recognised and count towards the requirements of a programme at another institution; or that allows credit gained on a particular programme to contribute towards
the requirements of a different one.
68
Degree mobility
Diploma Supplement
The Diploma Supplement (DS) is a document accompanying a higher education
diploma, providing a standardised description of the nature, level, context, content
and status of the studies completed by its
holder. It is produced by the higher education institutions according to standards
agreed by the European Commission, the
Council of Europe and UNESCO. The Diploma Supplement is also part of the Europass
framework transparency tools.
It has the following eight sections of
information:
yy the holder of the qualification
yy the qualification
yy its level and function
yy the contents and results gained
yy certification of the supplement
yy details of the national higher
education system concerned
(provided by the National Academic
Recognition Information Centres
(NARICs))
yy any additional relevant information
Graduates in all the countries taking part
in the Bologna Process have the right to
receive the Diploma Supplement automatically, free and in a major European
language.
Dublin Descriptors
The Dublin Descriptors are the cycle descriptors (or level descriptors) presented in 2003 and adopted in 2005 as the
Erasmus+
69
70
Flexibility
Formal learning
Free mover
Informal learning
71
Joint degree
Learning Agreement
Learning outcome
A formalised agreement of the three parties involved in mobility the student, the
sending institution and the receiving institution or organisation/enterprise to facilitate the organisation of credit mobility
and its recognition. The agreement is to be
signed by the three parties before the start
of the mobility period and it is intended to
give the student the confirmation that the
credits he/she successfully achieves during
the mobility period will be recognised.
72
Learning mobility
Learner
Learning pathway
Mobility window
Level descriptors
Courses which allow open entry, are free to sign up for, and are delivered online usually with peer or automated
support. They often have large enrolment
numbers.
Module
A course unit in a system in which each
course unit carries the same number of
credits or a multiple of it.
National Qualifications
Framework (NQF)
73
Non-formal learning
Progression
Digitised materials offered freely and openly for educators, students and
self- learners to use and reuse for teaching,
learning and research; it includes learning
content, software tools to develop, use and
distribute content, and implementation
resources such as open licenses; OER also
refers to accumulated digital assets that
can be adjusted and which provide benefits
without restricting the possibilities for others to enjoy them (Ibid.).
Programme (educational)
A set of educational components based on learning outcomes that are recognised for the award
of a qualification.
74
Progression rules
Set of rules that define conditions for learners progression within qualifications and
towards other qualifications.
Qualification
Any degree, diploma or other certificate issued by a competent authority attesting the successful
completion of a recognised programme of
study.
Quality assurance
The process or set of processes adopted
nationally and institutionally to ensure the
quality of educational programmes and
qualifications awarded.
Quality assurance should ensure a learning
environment in which the content of programmes, learning opportunities and facilities are fit for purpose. Quality assurance
is often referred to in the context of a continuous improvement cycle (i.e. assurance
and enhancement activities).
Recognition (academic
recognition)
75
Student
76
Transcript of Records
Validation
A process of confirmation by an
authorised body that an individual has acquired learning outcomes measured against a relevant standard and consists of the following four distinct phases:
1. Identification through dialogue
of particular experiences of an
individual;
2. Documentation to make visible the
individuals experiences;
3. Formal Assessment of these
experiences; and
4. Certification of the results of the
assessment which may lead to a
partial or full qualification (Council
Recommendation 2012/C 398/01).
Virtual mobility
Cross-border e-learning (i.e. when a student follows distance learning courses
offered by a higher education institution
abroad). Virtual mobility can be useful in
promoting and complementing physical
mobility. Virtual mobility can play an important role in the internationalisation
strategy of an institution (Mapping University Mobility Project, 2015).
Work-based learning
Workload
An estimation of the time learners typically need to complete all learning activities such as lectures, seminars, projects,
practical work, work placements, individual study required to achieve the defined
learning outcomes in formal learning environments. The correspondence of the fulltime workload of an academic year to 60
credits is often formalised by national legal
provisions. In most cases, student workload
ranges from 1,500 to 1,800 hours for an academic year, which means that one credit
corresponds to 25 to 30 hours of work. It
should be recognised that this represents
the normal workload and that for individual learners the actual time to achieve the
learning outcomes will vary.
Work placement
A planned period of experience outside the
institution (for example, in a workplace) to
help students to develop particular skills,
knowledge or understanding as part of
their programme.
Work Placement Certificate
A document is issued by the receiving organisation/enterprise upon the trainees
completion of the work placement, and
it can be complemented by other documents, such as letters of recommendation.
It aims to provide transparency and bring
out the value of the experience of the students work placement.
77
Annex 2
Examples: grade conversion
18
19 20
11
21 22 23
24
25
12
26
27
13
28
14
29
15
30
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
In this case, the percentage ranges of the grades overlap. The receiving institution should
have decided in advance whether they will take the minimum, average or maximum comparable grade of overlapping ranges. Therefore, if the University of Rome had decided in advance that they would use the minimum or the average, the students grade would be 27 and
if they had decided that they would use the maximum, the students grade would be 28.
80
Please refer to the ECTS Guide website for further examples added.
2 Grade conversion based on two grade distribution tables from two reference groups
belonging to different national grading systems:
Institution FHV in Austria6 (Passing grades ranging from 1 to 4)
Reference group/Field of study: ISCED Code 071 Engineering and engineering trades
Institution University of Ghent in Belgium (Passing grades ranging from 10 to 20)
Reference group/Field of study: ISCED Code 071 Engineering and engineering trades
10
14,61%
3
Satisfactory
19%
11
13,08%
2
Good
37%
12
14,80%
13
14,35%
1
Excellent
34%
14
13,43%
15
11,96%
16
8,71%
17
18
19
20
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
17 5,15%
19 1,10%
18 2,55%
20 0,26%
0%
In this example a grade 2 (Good) from the institution in Austria would be transferred into
a grade 13 in the institution in Belgium. A grade 11 from the institution in Belgium would be
transferred into a grade 3 (Satisfactory) in Austria. In this case both institutions have decided to use the average in case of overlapping percentage ranges.
81
Annex 3
Recommended reading list
84
85
86
Literature
Bergan, S. (2007), Qualifications Introduction to a concept (Council of
Europe higher education series No.6): https://book.coe.int/eur/en/highereducation-and-research/3794-qualifications-introduction-to-a-conceptcouncil-of-europe-higher-education-series-no6.html
Bergan, S.; Rauhvargers, A. (eds.) (2005), Standards for recognition: the
Lisbon recognition convention and its subsidiary texts (Council of Europe
higher education series No. 3): http://www.coe.int/t/dg4/highereducation/
resources/heseries_en.asp
Biggs, J. (2003), Aligning teaching for constructing learning. Higher
Education Academy: https://www.heacademy.ac.uk/aligning-teaching
-constructing-learning
Bingham (1999), Guide to Developing Learning Outcomes
Cedefop (2009), European guidelines for Validating Non-formal and
Informal learning; Luxembourg: http://www.cedefop.europa.eu/EN/
Files/4054_en.pdf
Cedefop (2011), Using learning outcomes: European Qualifications
Framework Series: Note 4: http://www.cedefop.europa.eu/EN/Files/Using_
learning_outcomes.pdf
Colucci, E.; Davies, H.; Korhonen, J.; Gaebel, M. (2012): Mobility: Closing the
gap between policy and practice; European University Association, Brussels:
http://www.maunimo.be/images/Oslo/eua%20maunimo_web.pdf
Euridyce (2012), Recognition of Prior Non-Formal and Informal Learning in
Higher Education. Overview: http://eacea.ec.europa.eu/education/eurydice/
documents/focus-on/152.pdf
Ferencz, I.; Hauschildt, K.; Garam, (eds.) (2013), Mobility Windows: From
Concept to Practice, Bonn: Lemmens Medien GmbH (ACA Papers on
International Cooperation in Education): http://www.aca-secretariat.be/
fileadmin/aca_docs/images/members/ACA_2013_Mobility_windows.pdf
Gosling, D. and Moon, J. (2002), How to use learning outcomes and
assessment criteria (Third Edition) London: (SEEC): http://www.aec-music.
eu/userfiles/File/goslingmoon-learningoutcomesassessmentcriteria(2).pdf
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Project outcomes:
Competences in Education and Recognition project (CoRe):
http://www.core-project.eu/
EAR Manual a European Area of Recognition project:
http://www.eurorecognition.eu/emanual/
EMQT project (Erasmus Mobility Quality tools), co-funded by the EU Lifelong
Learning Programme: https://lirias.kuleuven.be/handle/123456789/403903
European Grade Conversion System project (EGRACONS), co-funded by the
EU Lifelong Learning Programme: http://egracons.eu/
European Recognition Manual for Higher Education Institutions:
http://eurorecognition.eu/Manual/EAR%20HEI.pdf
Joint Degrees from A to Z project, co-funded by the EU Erasmus Mundus
Programme: http://www.nuffic.nl/en/expertise/jdaz
Mapping University Mobility project (MAUNIMO):
http://www.maunimo.eu/index.php/the-maunimo-project
Portal on joint programmes of the European Consortium for Accreditation
in Higher Education (ECA), co-funded by the EU Erasmus Mundus
Programme: http://ecahe.eu/w/index.php/Portal:Joint_programmes
Practical Guide to designing degree programmes with integrated
transnational mobility MOCCA project (Model for Core Curricula with
Integrated Mobility Abroad), co-funded by the EU Socrates Programme.
Student-Centred Learning toolkit for students, staff and higher education
institutions, Brussels, project of the European Students Union, co-funded
by the EU Lifelong Learning Programme: http://www.esu-online.org/
resources/6068/Student-Centred-Learning-Toolkit/
Tuning Academy project: http://tuningacademy.org/
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Annex 4
Examples: programme profiles
Example I
The examples below show different ways of describing programme profiles and/or single
course units. These are not absolute models to be followed, but examples of good practice,
based on the recommendations of the ECTS Guide.
92
Physics I
Learning outcomes
The student who successfully completes the course will have the ability to master the basic concepts of physics both in Newtonian mechanics and in classical
electromagnetism. He/she will be able to demonstrate a solid knowledge of
the conservation laws and of the Maxwell equations whose application will allow him/her to solve basic problems of dynamics in mechanical systems and of
fields configuration in problems of electromagnetism.
Assessment methods and criteria
Assessment methods
yy Final written exam
yy Final oral exam
The written exam is considered a threshold to access the final oral exam. A
score of 15 points/30 is required to pass the written exam. Once the threshold
is passed, the weight of the oral exam on the final score is about 70%.
Assessment criteria
The student will be assessed on his/her demonstrated ability to understand the
main contents of the course and to adapt them to specific cases to solve problems. In the written exam (3 hours, 2 problems), the student must demonstrate
his/her capability to deploy the basic concepts to find correct answers to a
typical series of three questions per problem. During the oral exam (1/2h) the
student must demonstrate the ability to put into practice and to execute, with
critical awareness, the most important physics laws discussed in the course.
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Example II
94
Modern History
Learning outcomes
The student who completes the course successfully will be able to demonstrate
a solid knowledge of the main processes and events in European and world history from the age of the geographic explorations to the Napoleonic period.
Furthermore he or she will be able to demonstrate up-to-date and specific
knowledge of the Spanish Empire in a Mediterranean and Atlantic context, and
of the historiographical problems relating to it; and will be able to read and
analyse texts and documents from the period.
Assessment methods and criteria
Assessment methods
yy Final oral exam
yy Periodic written tests
Students who attend the lectures and participate in the discussions and analyses
of documents may take periodic written exams, normally consisting of written
answers in essay form to questions relating to the course material, which will be
evaluated and taken into account in the final oral examination. Those who are
unable to attend are evaluated only in the final oral examination.
Assessment criteria
The timing and the form of the periodic written exams for those who attend
are discussed with the students during the lectures. The final oral examination aims to ascertain that the student is able to demonstrate knowledge
of the course material and to discuss the chosen monographs critically and
comprehensively.
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Example III
96
Example III
97
Example III
98
99
Example IV
yy chemical analysis
yy structural characterisation
yy decision-making in process
management
100
101
Learning outcomes:
After completing this unit the student should be able to:
yy Discuss in a comprehensive way the methods available for the
introduction of samples to a mass spectrometer.
yy Identify methods for ionisation and their advantages and disadvantages.
yy Review critically the available types of mass analysers.
yy Discuss the use of software in obtaining and analysing mass spectral data.
yy Identify the most suitable instrumentation for specific applications and
describe the extent and limitations of the data obtained.
yy Interpret mass spectral data and present the conclusions drawn in
written and oral form.
yy Explain to non-specialists how mass spectrometry can be expected to
provide valuable information in different areas of chemistry and related
disciplines.
Teaching and learning activities:
Lectures and colloquia: 40 hours
Student centred learning: 90 hours
Total student effort: 130 hours
Assessment criteria:
Examination on completion of teaching period: written or oral (weighting
100%).
Bibliography:
Mass Spectrometry, Principles and Applications, E. de Hoffmann and V. Stroobant, Wiley, Chichester, 2001.
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Annex 5
Examples: learning outcomes
Example
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Example
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